Modified Sports

Modified Sports

Prepared by :  Dr Ralph Richards and Christine May, Senior Research Consultants, Clearinghouse for Sport
Last updated : 24 April 2020
Content disclaimer : See Clearinghouse for Sport disclaimer
Modified Sports

Introduction

Modified sports can take many forms but are generally designed to provide an introductory and/or more accessible offering to various potential participatory groups such as children, mature-age participants, persons with disability, time poor people, or for those who are simply looking for new physical activity and social engagement opportunities. 

Modified sports can also provide an opportunity to develop general movement skills and basic techniques. Modified equipment, facilities, and rules are commonly used because of the developmental stage (age, physical size, motor skill proficiency) of participants.

Background

children in uniform playing basketball

Traditionally, many modified sports have been targeted at children as part of the pathway to future engagement in specific sports. However, increasingly modified sports are targeting other sectors of the population and may suit people's needs throughout different life and activity stages.

Modifying a sport allows the governing organisation to offer a single product (i.e. sport) in several different (but related) formats to suit the needs of a wide range of potential clients. The incentive to modify a sport to broaden its participation base or become more inclusive is also a characteristic that distinguishes a ‘sport’ from a ‘physical activity’. For example, a sport such as athletics has a modified feeder sport, Little Athletics; while the physical activity of jogging, for recreation or social sport purposes, has no set organisational structure or developmental pathway.  

Modified sports programs may be delivered through clubs, schools, or community organisations; generally in collaboration with a National or State Sporting Organisation (NSOs and SSOs). Although modified sports have existed for many years, the AUSSIE Sport program (1985-1995) encouraged NSOs to develop suitable age-appropriate versions of their sport. Modified sports were also a key feature of the Australian Sports Commission's Active After-school Communities (AASC) program (2005-2014). This process has continued with the current Sporting Schools program which launched in 2015. 

More information about the legacy of ASC's programs can be found in the Clearinghouse for Sport topics, AUSSIE Sport and Active After-school Communities.

Overall, modified sports provide a structured, age-appropriate, developmental skills appropriate way of introducing competitive sports, although the element of 'competition' may be de-emphasised. In practice, modified sports offer a fun and socially relevant activity that is designed to develop fundamental movement skills and encourage future participation in the targeted sport and a wide rage of sports in general. 

Modified sports programs for children are designed to provide an introduction to the sports they represent. They allow novice participants, particularly young children, to experience a sporting environment that is interesting and fun. Sporting organisations recognise that the needs and abilities of children are different from adults and that standard rules and equipment may not be suitable for child participants. Children are also at a different developmental level in terms of their skill, strength, and cognitive ability to make decisions during play or interpret rules. Common sense, as well as the physical and mental developmental characteristics of children, makes it ‘good practice’ to modify the standard form of a sport to better suit the needs and abilities of children or specific groups of people.

Modifying a sport to suit children does not necessarily change the character of the sport (i.e. the skills and qualities that make it unique). In fact, modifying a sport can be an advantage in terms of developing the fundamental components of a sport; such as skill, fitness, tactics, and teamwork; within the context of a child’s capacity to perform. 

The pedagogy that underpins modified sports is often based on a philosophy that children will learn and become engaged in a physical activity if they are having fun while participating. Because many modified sports target skill acquisition, they may require a higher level of supervision and instruction than the 'parent sport'. Program delivery is usually facilitated by a ‘community coach’, school teacher, or parent volunteer; who may not have the same level of specific sport knowledge as a coach of the senior version of the sport. However, specific training in working with children, as well as an ability to make the activity appealing and fun, will allow instructors to achieve the intended outcomes of modified sports.

Modifying a sport to make it more inclusive for persons with disability is a fundamental part of the Paralympic movement. Specific equipment can be developed to accommodate special needs and physical limitations, and allow full participation in a sport. In some sports, rules are modified to accommodate participants' ability to perform.

  • Sports Ability Resources, Sport Australia, (accessed 22 April 2020). Inclusive activity cards for all levels of ability designed to develop children's skills, confidence and motivation for sports-based activities. The resources provide step-by-step guidance for teachers, coaches and deliverers, including suggestions for ways to modify elements of each activity to ensure that every child is able to participate. 
More information about the specific barriers and facilitators for sport participation of people with a disability can be found in the Clearinghouse for Sport topic, Persons with Disability and Sport

The rules governing a sport can also be modified to be gender inclusive, such as mixed gender netball or volleyball competition. Gender inclusion is a common objective of many modified sports, particularly at junior level (usually 12 years and under) because minimal size and strength differences exist between young boys and girls.

More information about the issue of gender and integrating sport competition is available in the Clearinghouse for Sport Sexuality and Gender Perspectives on Sport Ethics topic. 

Modified sports can also be aimed at providing faster, less formal, and more social formats that can cater to the needs of participants, at any age. These modified sports seek to engage people who are either time poor or enjoy being active but with less emphasis on competition. Modified sports may also reduce the cost of equipment and venue access.    

More information about organised and non-organised sport can be found in the Clearinghouse for Sport Social Sport, topic.

Where possible, direct links to full-text and online resources are provided. However, where links are not available, you may be able to access documents directly by searching our licenced full-text databases (note: user access restrictions apply). Alternatively, you can ask your institutional, university, or local library for assistance—or purchase documents directly from the publisher. You may also find the information you’re seeking by searching Google Scholar.

ReadingReading

  • Teaching Games for Understanding. The Teaching Games for Understanding (TGfU) model evolved from research supported by the Association Internationale des Ecoles Superieures d’Education Physique (AIESEP). AIESEP, as an organisation, advocates for research into physical education and the implementation of ‘best practice’ teaching methodology. The TGfU model is based on game-based learning experiences that are designed to elicit the players’ tactical awareness and skill development from situated learning experiences enabled by the teacher or coach, using appropriate pedagogical skills and tools.
  • 'Teaching games for understanding', Pill S, Sports Coach, Volume 29(2), (2006). The traditional approach to teaching sports focuses on teaching individual skills of the game before putting those skills into practice. The 'Game Sense' approach is one method which develops the broader meanings of sport and physical activity as it focuses on developing thinking through problem solving using physical activity.

Report iconReports

  • Validation of the Playing for Life Philosophy for children aged five to 12 years, Australian Sports Commission, (May 2013) This philosophy is based on the game sense approach to coaching. The Active After-school Communities program [2005-2014] adopted the ‘Playing for Life’ philosophy to underpin its approach to delivering sport. Playing for Life advocates a fun and inclusive environment for the introduction of sport and other structured physical activities to primary-school aged children. It also ensures children of all abilities are engaged in the activities and have a positive and successful experience. 

Research iconResearch

  • A comparative study of the traditional children's game of softball vs the modified rules of T-ball, Mazenco C and Gross J, New Zealand Journal of Health and Physical Education and Recreation, Volume 24(4), (1991). Most research suggests that adult competitive sport places too much stress on a child's physical, social and psychological development. This study compares various aspects of the organised game of softball to those of the modified version of T-ball on the skill, social and psychological development of pre-adolescent girls to determine how modified rules programs compared to traditional rules programs in terms of the wellbeing of children. Specifically, this paper makes comparisons of player's performance, anxiety, satisfaction and attitudes concerning parents, coaches and participation motivation. It was found that both T-ball and softball place children in an enjoyable environment. However, both parents and coaches involved in T-ball more closely exhibited the desired ideals for junior sports.
  • A Shorter Cricket Pitch Improves Decision-Making by Junior Batters, Michael J Harwood, Maurice R Yeadon, Mark A King, Journal of Sports Science, Volume 37(17), pp.1934-1941, (April 2019). This study sought to determine whether playing on a shorter cricket pitch would lead batters to make more appropriate decisions about whether to play front foot or back foot shots. Based on an analysis of the shots played by top order batters against seam bowling in county under-10 matches, an age-specific "good length" region between 5.0 yards and 6.5 yards (4.57 to 5.94 m) from the batters' stumps was derived.
  • Childhood Sports Participation and Adolescent Sport Profile, François Gallant, Jennifer L. O’Loughlin, Jennifer Brunet, et.al., Pediatrics, Volume 140(6), (December 2017). This study demonstrates that children who specialize in a sport may increase the risk of sport nonparticipation in adolescence. It also highlights that children who do not participate in sports are unlikely to participate in adolescence. In line with current clinical recommendations and supported by these results, the authors recommend that to encourage long-term physical activity participation it is necessary to encourage children to participate in a variety of sports early on.
  • Coaching & Sport Science Review (PDF  - 4.29 MB), The official Tennis Coaching and Sport Science publication of the International Tennis Federation, Issue 60 (2013). This publication contains various articles on motor learning and performance improvement in tennis, with references to the effects on children’s tennis due to modified equipment, rules, and teaching techniques.
  • Designing Junior Sport to Maximize Potential: The Knowns, Unknowns, and Paradoxes of Scaling Sport, Tim Buszard, Damian Farrow and Machar Reid, Frontiers in Psychology, (8 January 2020). Junior sport is a regular weekend activity for many children across the world, yet many will be required to prematurely play on a field or with equipment that is designed for adults. Herein lies an opportunity for sport administrators to nurture children’s development in sport by appropriately manipulating the rules and dimensions of the game. The aim of this mini-review is to (1) draw attention to the value of scaling junior sport, (2) highlight paradoxes within the current scaling sport literature, and (3) emphasize a way forward for junior sport research. If we are genuine in our endeavor to tailor sports experiences for children, more sophisticated approaches to scaling those experiences are a must.
  • Driveway Tennis: An Example of Sport Teaching via Games Making in Net/Court Games, Shane Pill, Mitch Hewitt & Rick Baldock, Journal of Physical Education, Recreation and Dance, Volume 91(2), pp.18-23, (March 2020). This article describes the concept of “driveway tennis” as a construct for student games making in physical education as an option for teaching sport for understanding. We connect the notion of games making in PE with a game-based teaching approach using the example of the Game Sense approach. We demonstrate how the concept of driveway tennis, and games developed by children and young people generally, aligns well with PE curricula expectations internationally.
  • The Effect of Ball Compression on the Match-Play Characteristics of Elite Junior Tennis Players, Kim Kachel, Tim Buszard, Machar Reid, Journal of Sport Sciences, Volume 33(3), pp.320-326, (August 2014). The purpose of this article was to examine the effect of equipment scaling, through the modification of tennis ball compression, on elite junior tennis players (aged 10 years) within a match-play context. The two types of ball compressions that were compared were the standard compression (the normal ball) and 75% compression (termed the modified ball). Ten boys and 10 girls participated in the study. Participants were stratified into pairs based on their Australian Age Ranking and gender. Each pair played two two-set matches: one match with standard compression balls and one match with modified balls. The characteristics of each match were analysed and compared. The results showed that the use of the modified ball increased rally speed, allowed players to strike the ball at a lower (more comfortable) height on their groundstrokes and increased the number of balls played at the net. Ball compression had no effect on the relative number of winners, forehands, backhands, first serves in and double faults. The results are discussed in relation to skill acquisition for skilled junior tennis players.
  • The effect of equipment scaling on children’s sport performance: the case for tennis (PDF  - 225 KB), Timmerman E, de Water J, Kachel K, Reid M, Farrow D and Savelsbergh G, Journal of Sports Sciences, (December 2014). This study examined the influence of scaling court-size and net height on children’s tennis performance. The results of this study showed that children hit more winners, more forced errors, played more volleys, struck more shots from a comfortable height and played in a more forward court position when the net was scaled. In addition, scaling both the court and net lead to a faster children’s game, more closely approximating what is typical in an adult game. Further, children enjoyed playing on the scaled court and modified net condition more than standard adult conditions. The authors suggest that optimising the scaling of net height may be as critical as other task constraints, such as racquet length or court-size, as it leads to a more engaging learning environment for children.
  • The effects of scaling tennis equipment on the forehand groundstroke performance of children (PDF  - 396 KB), Larson E and Guggenheimer J, Journal of Sports Science & Medicine, Volume 12, (2013). The purpose of this study was to determine the effects that low compression tennis balls and scaled tennis courts had on the forehand groundstroke performance of children. The participants of this study were found to have enhanced forehand groundstroke performance when using modified balls and court versus standard balls and court. Considering these findings, the authors suggest that children may gain more enjoyment of the game due to their enhanced success. Therefore, modifying the game of tennis may play a vital role in the continued enjoyment and progress of young tennis enthusiasts.
  • Establishing and maintaining a modified youth sport program: Lessons from Hotelling’s location game, Chalip L and Green C, Sociology of Sport Journal, Volume 15, (1998). Modified youth sport programs adapt rules, equipment, and contingencies to suit the needs and abilities of children. Research has shown that modified programs can broaden the base of participation, enhance children’s sporting experiences, and elevate the level of skill they attain. However, it has also been shown that modified programs struggle to retain their identity and gradually evolve back into traditional sports programs over time. The authors make a case for implementing modified sports programs outside the established sport club structure to avoid integration with traditional programs; for a modified sport program to establish itself, it must persuade prospective members that it occupies a preferred cultural space.
  • Experiences Influencing Walking Football Initiation in 55- to 75-Year-Old Adults: A Qualitative Study, Rachel Cholerton, Jeff Breckon, Joanne Butt and Helen Quirk, Journal of Aging and Physical Activity, (2019). Adults aged 55 and older are least likely to play sport. Despite research suggesting this population experiences physical and psychological benefits when doing so, limited research focuses on older adult sport initiation, especially in “adapted sports” such as walking football. The aim of this study was to explore initiation experiences of walking football players between 55 and 75 years old. Semistructured interviews took place with 17 older adults playing walking football for 6 months minimum (Mage = 64). Inductive analysis revealed six higher order themes representing preinitiation influences. Eight further higher order themes were found, relating to positive and negative experiences during initiation. Fundamental influences preinitiation included previous sporting experiences and values and perceptions. Emergent positive experiences during initiation included mental development and social connections. Findings highlight important individual and social influences when initiating walking football, which should be considered when encouraging 55- to 75-year-old adults to play adapted sport. Policy and practice recommendations are discussed.
  • Girls’ transition from participation in a modified sport program to club sport competition - a study of longitudinal patterns and correlates, Rochelle Eime, Jack Harvey & Melanie Charity, BMC Public Health, Volume 18(Article 718), (June 2018). A total of 13,760 female children (aged 4–10) participated in the modified sport in the first year. The majority (59%) transitioned from the modified sport program and into club competition. However the rate of transition varied with age, residential location and socio-economic status, and there was an interaction between region and SES, with SES having a significant influence on transition in the metropolitan region. The peak sport entry age with the highest rates of transition was 7–9 years.
  • The impact of modified rules on involvement and psychosocial influences on AFL junior football players [abstract], H. Brownlow, P. Phillips, K. Encel, Journal of Science and Medicine in Sport, Volume 20(Supp1), pp.e121, (January 2017). The use of modified rules increases involvement and is associated with perceptions of enjoyment and competence. Through increasing involvement, modified rules can facilitate more participants to have more opportunity to develop their skills and keep them in the sport for longer through the impact that it has on perceptions of competence and enjoyment. Adults who deliver and support participation in modified rules programs need to be educated and informed of their efficacy. 
  • Implementation of a modified sport programme to increase participation: Key stakeholder perspectives, Buszard T, Oppici L, Westerbeek H, Farrow D, Journal of Sports Sciences, Volume 38(8), pp.945-952, (March 2020). Modified sports, whereby equipment and rules are manipulated to facilitate skill performance, have been shown to promote skill learning and potentially increase participation. However, it is currently unexplored how key stakeholders - coaches and key figures working in National associations - who are critical stakeholders in implementing and delivering sport programmes, perceive modified sport. This study explored how tennis coaches and key figures working within tennis National associations perceived the impact of implementing a modified tennis campaign on participation and skill development in children and adults. Key figures and coaches around the world completed an online questionnaire. Both groups considered that modified tennis was positively associated with increasing and sustaining participation, skill learning, talent development and people's attitude towards tennis. Furthermore, participants thought that a rule change (i.e., use of a low-compression ball in children competitions) and the campaign's core messages (i.e., "serve, rally, score" and "easy, fun, and healthy") have been critical for the success of the campaign. These results support previous research on the positive impact of modified tennis on skill development and provide a further impetus on implementing modified sports to increase participation. Other sports can adopt similar strategies to improve their modified programmes.
  • Low-cost and scalable classroom equipment to promote physical activity and improve education, McCrady-Spitzer S, Manohar C, Koepp G and Levine J, Journal of Physical Activity and Health, Volume 12, pp.1259-1263 (2015). This study investigated whether low-cost and scalable classroom equipment that was designed to promote children’s physical activity would contribute to their overall physical activity level. Fourteen (7 males and 7 females) first-grade students (mean age 6.9 years) used the ‘Active Classroom Equipment’ for 30 minutes each day throughout the school year. Their baseline physical activity prior to the intervention was 157 minutes/5-days (Monday through Friday), and following the intervention, 229 minutes/5-days (not including classroom activity time). In addition to the significant increase in overall physical activity, the student’s physical literacy skills improved, as measure by the ‘Dynamic Indicators of Basic Early Literacy Skills’ test. The Active Classroom Equipment included an overhead ladder, a balance beam, spinners, rebounders (personal trampolines), hopscotch, and gym mats. The equipment cost approximated $500 to construct.
  • Opportunities and Benefits for Powerchair Users Through Power Soccer, Michael S. Jeffress and William J. Brown, Adapted Physical Activity Quarterly, Volume 34(3),pp.235-255, (2017). The present study provides a qualitative analysis of the experiences of 34 American power soccer athletes. Participant observation and in-depth interviews with 11 female and 23 male athletes were conducted between 2007 and 2013. Results indicate that involvement in power soccer provides participants with an increased sense of empowerment, acquisition of social capital, and psychosocial benefits, including a deep satisfaction of the desire to participate in competitive sports and an opportunity to be independent. Implications of these findings for improving the quality of life of people with physical disabilities and for future research are discussed.
  • Participation in modified sports programs: A longitudinal study of children’s transition to club sport competition, Eime R, Casey M, Harvey J, Charity M, Young J and Payne W, BMC Public Health, Volume 15, (2015). Modified sport programs are designed as an introduction to sport for young children and provide an opportunity to engage in physical activity for health benefit. This longitudinal study identified trends in participation among children aged 4–12 years. The study explored the different outcomes; including continuation in the modified sports program, withdrawal from the program; or transition to club sport competition. Many of the participants who took part in modified sports programs, especially males, were very young (aged 4–6 years). The results of this study indicated that more children withdrew from their modified sport program rather than transitioning to club competition in that sport. Across all age groups, fewer than 25 % of females (n = 18,652) and fewer than 14 % of males (n = 18,058) transitioned from a modified sports program to a club sport competition within a 4-year period. Very few children continued their participation in a modified sports program for the full 4-year period of the study; two-thirds of those who withdrew did so after the first year. There were also age differences between when boys and girls started, withdrew, and transitioned from the modified sports programs. This study had a number of limitations, it was limited to only three Australian sports, albeit popular ones, and cannot necessarily be generalised to sports in general. Two of the three sports were dominated by males and one by females, although this imbalance did not limit the ability to identify sex differences in the patterns of participation. The results of this study suggest that there is a need for better links between modified programs and club sport competition programs if continuity of participation in a particular sport is to be maintained as children age. The inclusion of an intermediate program within the sport participation pathway, between modified sport and club sport competitions, may assist continuation of participation in a given sport.
  • Scaling Constraints in Junior Tennis: The Influence of Net Height on Skilled Players' Match-Play Performance, Vera Limpens, Tim Buszard, Emma Shoemaker, et.al., Research Quarterly for Exercise & Sport, Volume 89(1), pp.1-10, (2018). The net height in tennis (0.91 m) is approximately 50% of a professional tennis player's height. Children are also expected to play with this net height, even though it is approximately 70% of the average 10-year-old's height. This study examined the immediate effect of lowering net height on the performance characteristics of skilled junior tennis players aged 10 years and younger. Results showed that lowering the net height to 0.65 m and 0.52 m led to players adopting a more attacking style of play, as evidenced by a significant increase in the number of winners without a commensurate increase in errors and more shots struck inside the baseline. Lower nets also led to a greater percentage of successful first serves. The lowest net (0.52 m), however, reduced rally length significantly and therefore decreased hitting opportunities.
  • Scaling sporting equipment for children promotes implicit processes during performance, Tim Buszard, Damian Farrow, Machar, Reid, et.al., Conciousness and Cognition, Volume 30, pp.247-255, (November 2014). This study investigated whether children who used scaled equipment compared to full size equipment during a motor task demonstrated reduced conscious involvement in performance. Children (9–11 years) performed a tennis hitting task in two attention conditions (single-task and dual-task) using two types of equipment (scaled and full size). A more skilled group and a less skilled group were formed using hitting performance scores. The more skilled group displayed greater working memory capacity than the less skilled group. For both groups, hitting performance and technique were better when scaled equipment was used.
  • 'We're doing AFL auskick as well': Experiences of an adapted football program for children with autism, Tamara May, Nicole Rinehart, Lisa Barnett, et.al., Journal of Motor Learning and Development, Volume 6(1), pp.130-146, (2018). This study explored parent experiences of and influences on child participation in an 11-week Australian Football League (AFL) Auskick football program adapted for children with ASD as well as changes in their motor skills. The program was run in 2014 (Phase 1) and 2015 (Phase 2).Three key themes were identified: benefit of doing something ‘normal’; simple adaptations work; and, despite barriers, the benefits are worthwhile. Parent-proxy report indicated improvement in child object control skills. Objective assessment showed no change in children’s motor skill. Parental experiences of the program indicated that simple accommodations can engage children with ASD and their families in organized sporting programs. Given potential psychosocial and health benefits of organized sports, further controlled studies of this type of program in children with ASD are warranted.
  • Why just exercise if you can play? Interest in a modified sports program to enhance physical activity among primary care patients, Christopher N. Sciamanna, Andrew J. Mowen, Jennifer L. Kraschnewski, et.al., Preventive Medicine Reports, Volume 8, pp.273-278, (December 2017). This survey was designed to determine the interest of primary care patients in participating in program designed to maximize enjoyment. Primary care patients (n=540) in Central Pennsylvania reported their interest in participating in a “a regular fitness program where people your own age played games, such as softball, floor hockey and soccer, that were made to be easier to play and less competitive.” Mean age was 58.4 years. More than one-third, including 59.6% of those under age 50, were interested in the modified sports fitness program. After adjusting for confounders, patients under age 40 were 5.9 times as interested (v. age > 70) and non-white patients were 3.4 times interested. Female patients and those with hypertension, high cholesterol or obesity were equally interested. A fitness program that consists of modified sports may be of interest to most primary care patients under age 50. Patients' initial interest appears high enough to warrant further development and testing.

resources iconResources

  • AASC Playing for Life resources. The Australian Sports Commission developed a variety of resources to assist people to deliver Playing for Life sport activities as part of the Active After-Schools Communities (AASC) program including a Playing for Life resource kit; Playing for Life companion books for individual sports; and sports coaching manuals and junior sports programs developed in partnership with National Sporting Organisations. Resources for Indigenous Games and Olympic sports activity cards were also developed. These resources remain useful for teachers, coaches and others interested in developing sport and physical activity skills for children and young adults and are available through the Australian Sport Publication Archive.  

Video iconVideos

  • From a child’s view, adults find full-ice no fun, USA Ice Hockey (2014). USA Ice Hockey put adult players on a rink scaled to simulate what a child experiences when they play in a full size (adult) venue. It’s hard for adults to imagine or remember what it was really like trying to play the game on a full-sized rink. This experiment demonstrates the benefits of cross-ice hockey for skill development and fun among young players.
  • Let's see how the adults like it, Sussex County Football Association, UK (2013). A group of adults get to experience what it’s like to be one of the kids playing on a full size pitch, by using a supersized goal and field of play at St. George's Park.
  • Sports Thoughts #8 Modified Sports Do Not Work, Wayne Goldsmith Coaching, YouTube, (March 2018). We know that the number of kids playing competitive sport all over the world is falling dramatically. In response, many sports have sought the services of sports marketing companies and sports consultants to help develop "hybrids" - modified versions of their sport. In my view, for the most part - the Modified sports concept will not work in Junior sport.

Modified sports programs

Girl and boy playing catch
Many National Sporting Organisations (NSOs) have developed ‘branded’ junior or introductory programs that feature modifications to rules, facility requirements, and equipment.  In general, these programs feature elements of structured skill development, with an emphasis on having fun.  Competition is less important than social interaction and developing an affinity for the sport.

Modified sports programs have created new opportunities for NSOs to recruit sponsors targeting specific markets (e.g. youth, women, or mature-aged participants), as well as partnering with school and community-based organisations to deliver their programs beyond the sport’s club-based network. Many of these programs have integrated the sponsor’s brand, offering promotional incentives, product give-aways, competitions, and prizes. Increasingly, these programs have an online presence with websites specifically developed to attract participants and promote the sport’s suite of programs.

sporting schools logoSporting Schools is a national program aimed at bringing more sport-based activity to schools. It became operational in July 2015. The program is managed by Sport Australia (formerly the Australian Sports Commission) and engages schools and over 30 National Sporting Organisations (NSOs). The program was expanded to include secondary schools (focusing on years 7 and 8) in 2017.

One of the program objectives is to convert children’s sporting interests into club-based settings and foster a lifelong interest in sport. A number of the Sporting Schools programs are modified sports developed by the NSO. Programs are based upon the ‘playing for life’ philosophy for children’s sport – having fun, getting active and developing movement skills. Funding is available to schools to engage quality coaches to deliver sporting opportunities before, during and after school hours. 

Sporting Schools provides a variety of resources for coaches and teachers to enhance the delivery of sport in schools. This includes: 

  • Playing for Life Resources. Playing for Life activity cards are designed for everyday use by teachers, coaches, out of school hours care staff and parents. Aligned with the Australian Curriculum and the Australian Physical Literacy Framework, these game based activities are easily adapted to different sports and help create a safe, inclusive and challenging environment for children.
  • Sports Ability Resources. Inclusive activity cards for all levels of ability designed to develop children's skills, confidence and motivation for sports-based activities.
  • Yulunga: Traditional Indigenous Games. A selection of games and activities from Aboriginal and Torres Strait Islander societies all around Australia.  It provides an opportunity to learn about, appreciate and experience aspects of Indigenous culture. 
  • Other resources for schools, coaches, sporting organisations, and parents and guardians are available from the Sporting Schools website
  • OzBow Program. Designed as a Step by Step performance and reward based program for new members irrespective of age, gender, or equipment they are shooting. 
  • Little Athletics. The mission of Little Athletics is to develop children of all abilities by promoting positive attitudes and a healthy lifestyle through family and community involvement in athletic activities. Standard track and field events are modified for distances and the equipment used is scaled down to suit children. The emphasis, particularly in the younger age groups, is on fun and participation.
  • Nitro Athletics. A modified competition format for athletics that puts a new spin on the traditional events. It is a team based competition with odd-distance events, relays, and unconventional formats. The concept merges ‘entertainment’ with ‘athletic performance’; modified rules serve to enhance the spectator appeal of the sport.
  • Sporting Schools. Athletics Australia’s Sporting Schools programs, IAAF Kids’ Athletics and Active Aths, are an introduction to team-based activities in an age appropriate format.
  • AFL Auskick. The Australian Football League’s (AFLs) Auskick program provides boys and girls with a fun and safe Australian Football experience that serves as an introduction to a lifetime of involvement in the game. Children learn fundamental motor skills; the basics of fitness conditioning, including how to train; and principles about the importance of health and nutrition.
  • AFL 9s. This is the AFL's official social version of the game. It's a fast, fun, free-flowing game that involves 9 players on each team playing on a smaller field. Best of all, it's 'touch football' with no tackling or bumping, making it suitable for everyone.
  • AFLX. Introduced in 2018, AFLX is an exciting game created by the AFL to showcase some of the most thrilling elements of Australian Football to attract new fans. AFLX is played on a rectangular field with seven players on the field.
  • AFL Blind is a new adapted version of Australian Rules football which enables people with blindness or low vision, through modifications to equipment and rules, to play our great game. 
  • AllPlay Footy was established to create opportunities for all children to play sport, including the one in five children who experience developmental challenges or disability. 
  • Wheelchair Aussie Rules. Based on AFL rule and played on a basketball court, this wheelchair sport is open to anyone to play! 
  • Sporting Schools. The AFL has a number of Sporting Schools program offerings for primary schools and Year 7 and 8 secondary students, including female only programs.
  • Sporting Schools. Shuttle Time is designed to provide a positive badminton experience for children and youth through a fun, engaging and social environment. 
  • Aussie T-ball. Aussie T-Ball is Baseball Australia’s junior entry point program to introduce children to the game of baseball. T-Ball is a modified version of baseball for children. The game is a six-a-side, bat and ball game that’s all about being active and having fun.  
  • Baseball5. A five-on-five, five-inning street version of Baseball/Softball that can be played on any surface. Features a smaller field, 5 players per team, and only requires a rubber ball to play. 
  • Sporting Schools. Baseball Australia introduces students to baseball through two Sporting Schools programs: Baseball5 and Aussie T-Ball. 
  • Aussie Hoops. Basketball Australia's national program for primary school kids uses a "game sense" approach where children learn basketball through playing lots of games and activities. Aussie Hoops is for boys and girls from ages 5-10.
  • 3x3. Following the 2010 Youth Olympic Games, 2011 saw the first 3x3 U18 World Championships in Rimini, Italy and a year later, the first-ever FIBA 3x3 World Championship was held in Athens.
    • 3x3 Community Hustle program aims to encourage people to “find” 30 minutes of physical activity every day and to provide regular opportunities for them to do so within a basketball context.
  • Walking Basketball is a low-impact, social and fun way to improve the levels of physical activity for inactive and slightly active Australians, including those recovering from injury.
  • Wheelchair basketball was initiated in the late 1940’s when basketball players returned from World War II to the U.S.A unable to play able-bodied basketball adapted the rules to enable it to be played in wheelchairs.
  • Sporting Schools. Basketball Australia introduces students to basketball in Sporting Schools with two nationally accredited programs: Aussie Hoops, the official introductory program for primary school students, and 3X3 basketball, designed with secondary school students in mind. 
  • Jack Attack. Jack Attack is Bowls Australia's social-competitive version of bowls that can be enjoyed by new and experienced players. Designed to fill the current gap in the market between competitive (pennant) play and social/barefoot bowls.
  • Junior Jack Attack. This Bowls Australia participation product is designed to enable children to participate in an engaging format which is both fun and inclusive. Importantly, it can be conducted on a range of surfaces, including greens, carpets, concrete, wooden floors and just about anything else that is flat, which removes the restrictions of requiring a bowling green to introduce new audiences to the sport. The Junior Jack Attack initiative comes in the form of a kit that includes a carry bag, light-weight rubber bowls, jacks, cones, target score mat, stepping mats, and activity cards.
  • Roll Back the Clock aims to boost physical activity rates among Australians aged 65 and over through bowls, light exercise and education.
  • Sporting Schools. The Jr. Jack Attack kit is designed primarily for primary school students aged between six and fourteen.
  • Box’Tag. This is a low-contact variation of boxing that focuses on speed, skill and scoring points. It uses an automated scoring system with sensors embedded in gloves and a vest worn by competitors. Box’Tag is an inclusive program that can be mixed gender competition with scoring restricted to the ‘target zone’ of the torso and upper arms, excluding the head of the opponent. 
  • Junior Blasters. This is Cricket Australia’s entry level participation program for 5-7 year old boy and girls. The program is dedicated to helping kids learn how to play cricket and have fun in a safe environment.  Activities are designed to be inclusive, action-packed and well organised to help children develop social skills, physical fitness, sportsmanship and basic cricket knowledge.
  • Master Blasters Program. An action packed program for Australian kids, aged 7-10 years old, of all abilities who are ready to play short games of cricket in a fun and social setting
  • Sporting Schools. Cricket Australia programs for primary schools use a ‘learn through play’ philosophy and culminate with modified T20 games like a Woolworths Cricket Blast program. Cricket Australia offers two curriculum aligned, engaging and inclusive programs for secondary school students in Year 7 and 8 that use cricket as the vehicle for promoting movement and physical activity.

  • Ride NationRide Nation Schools has replaced Let’s Ride as Cycling Australia’s National Participation program. Schools can access this program through self-funding however many use the Sporting Schools funding to cover the total cost associated with the delivery of the program.
  • She Rides is a suite of introductory riding programs that focuses on building fitness, developing skills and creating a social riding community of women.
  • Sporting Schools. The Ride Nation Schools programs (Primary and Secondary school) link with the national PDHPE curriculum which allows teachers to extend the lessons from the coaching sessions into the classroom!
  • Pony Club. This program encourages young people to learn to ride, it is focused on riding instruction and fun. Pony Club has become the largest association of riders in the world.
  • Ready Set Trot. Consists of two sub-programs that allow for flexible delivery to reach all young Australians – the Ready Set Trot Stable Skills program, a beginners learn to ride program; and the Ready Set Trot Playground Skills program, active-play games and activity sheets that can be delivered without needing and actual horse.
  • Sporting Schools. Equestrian Australia have a range of package options to suit individual school’s needs and can cater for both primary and secondary school programs.
  • 5-A-Side. Five-a-side football is the fastest growing sport in Australia. Each team fields five players (four outfield players and a goalkeeper), with matches played on a smaller pitch, with smaller goals and a shorter game duration.
  • 7-A-Side. This modified competition has been adopted by some FFA state affiliates for 10-16 year-old competitors (both boys and girls divisions). The competition is played on half a pitch to encourage fast and precise play and maximise players' touch on the football.
  • Futsal. A high intensity, fast paced, dynamic, non-violent and enjoyable 5-a-side version of football that caters for both male and female participants. It is the only 5-a-side version of football officially recognised by FIFA, and is one of the fastest growing sports in the world. Played from under 6-open competitions.
  • MiniRoos. MiniRoos is designed for kids of all abilities, aged 4 – 11 years. The nation-wide initiative uses short, game-based sessions to introduce the sport of football to newcomers in an inclusive way. It focuses on learning new skills, being active, making life-long friends and, potentially, unearthing the next generation of Socceroos or Westfield Matildas.
  • Powerchair football. A modified version of soccer for electric wheelchair users. It is played in a gymnasium on a regulation basketball court. There are two teams of four players (including the goal keeper).
  • Soccer Mums. An initiative of VicHealth is proudly presented by Football Victoria. An introductory soccer program designed specifically for women, where you have fun, meet new people and learn basic football skills without knowing it.
  • Social Football. Traditionally run in summer (as football is a winter sport), social football is a great way to enjoy playing with friends, family and work mates etc. in an environment that suits the differing needs of participants. Things such as match length, players per team and other modified rules exist throughout all social football competitions, so that you can find exactly what you’re after.
  • Walking Football. The national Walking Football programs are run in partnership with Active Ageing Australia and Member Federations offering a social, small-sided and sustainable version of football specifically modified for older Australians, in metropolitan, regional and remote locations. 
    • Walking Football [video]. Play the game you love but reduce the chances of injury. It's a great way to keep fit, learn skills, have fun and socialise all at the same time! 
  • Sporting Schools. FFA offers two programs for Sporting Schools, MiniRoos Kick-Off for primary schools and FFA Secondary School Football for secondary schools.
  • Freestyle Golf is a free social golf youth program for non golfers looking to increase fitness through engaging, low risk games-based activities. 
  • Get Into Golf Seniors is a 5-week beginner golf program that combines golf skill development with light exercise and social activities.
  • MYGolf. A national junior introductory program designed for 5-12 year olds.
  • MyGolf All Abilities is Australia's introductory golf program for kids of all abilities, specifically for kids who may not feel supported in mainstream MyGolf Programs.  
  • Teen Girls Golf introduces girls aged 12-15 to the skills of golf in social, fun and friendly way on local golf courses.
  • Sporting Schools. Golf Australia and the PGA of Australia offer MyGolf, Australia’s national introductory program to develop and promote junior (primary school age) participation in golf. In addition, secondary schools can access Golf Australia’s secondary schools program designed to engage students through fun, challenging student-led activities.
  • AEROSchools. An Aerobic Gymnastics participation program delivered within schools by teachers or qualified fitness instructors, supported by an event scheme that enables students to also become members of Gymnastics Australia. AEROSchools is aimed at children and youth (males and females) aged between 5 to 18 years of age within the government, private and denominational school system. 
  • Fitter for Life Gymnastics. Targeted at mature-aged participants, Fitter for Life aims to improve your mobility, strength, balance, coordination and flexibility in a fun, social and welcoming environment.
  • FreeG. First developed by British Gymnastics, FreeG fuses traditional gymnastics and acrobatic tricks, with kicks and leaps made famous through martial arts and brought to worldwide attention by festival performances and stunt actors.
  • LaunchPad. Gymnastics Australia's junior recreational gymnastics programs. LaunchPad's programs are all about fundamental movement. They've been especially designed to give children the opportunity to practice, develop, and most importantly, enjoy moving through a wide-range of activities that will help them to develop physically, socially and cognitively. The LaunchPad initiative involves development stage appropriate programs including: KinderGym (ages 0-5); GymFun (ages 5-9); AeroFun (ages 5-8); GymSkills (ages 8-12); AeroSkills (ages 8-12); and FreeG kids. 
  • Team Gym. TeamGym combines parts of tumbling, mini tramp and dance to create an exciting team competition event. You get to flip, roll, jump and dance with your friends. TeamGym is a useful program for clubs to retain members in a team event which encourages individual skill development and team work. The program is split into novice, intermediate and advanced levels and has the potential to incorporate harder skills depending on coach and gymnast competencies.
  • Sporting Schools. Gymnastics Australia offers flexible primary and secondary school programs to meet the individual needs of schools and encourage children to participate in this great sport.
  • Hockey Sixers. Hockey Sixers is fast, fun, free-flowing hockey. Get social, grab your friends and head to your nearest venue. Played on a smaller pitch, with padded walls the ball is always in play. We have competitions in Under 12, Under 14, Under 16, and Open Age Groups. Junior Sixers version also available. 
  • HookIn2Hockey. This is Hockey Australia’s national recruitment program. Clubs and associations can now conduct Hookin2Hockey programs in schools in addition to their club or association venues. Promotional resources and coaching resources are provided. 
  • J-Ball. JBall is a new and easier way to play hockey! It’s so easy, that #AnyoneCan join in. We have 3 different versions, Classic JBall, JBall for juniors and Walking JBall for our older generation.
  • KE40 is a short 45-minute based fitness program where you learn the basics of hockey and get your workout in!
  • SocialHockeyGO is a hockey program that focuses on creating a fun, positive, engaging and inclusive environment. SocialHockeyGO lets you learn new hockeskills in a fun and safe place before you get to put them into practice in mini matches. It’s the perfect way to get involved in a new sport.
  • Electric wheelchair hockey. A modified version of ice hockey for electric wheelchair users, commonly known as “Powerhockey”. The sport is played on an indoor basketball court. There are two teams of five players. 
  • Sporting SchoolsHookin2Hockey - Schools has been developed to give children aged 5 - 12 a fun environment in which to learn the game of hockey and perfect the skills in a modified game-based program.
  • Sporting Schools. Judo Australia’s Judo4Kids program caters for children in Years 3-6 and is expertly designed to cater for all stages of physical, social and cognitive development.
  • Quick Stix. A modified lacrosse for primary and high school students. Primary school students are able to engage in Quick Stix through Involve and Invade programs and Secondary Students can do the same with Quick Stix 3x3.
  • Sporting Schools. The Australian Lacrosse Association’s Quick Stix program is a free-flowing form of lacrosse for Primary and Secondary school students to start learning the game.
  • Ricciardo’s Racers is for kids aged 12-17 learning the basics of motor sport building their skills through fun driving exercises in their own cars. The exercises are designed for small groups to ensure that every child gets a chance to learn new skills from our expert instructors in a safe environment. After they have mastered the basics of car control, they will be ready to progress to participate in club level events. Ricciardo’s Racers Junior Drive Days are set up to cater to all skill levels and allows participants to progress through different levels.
  • Fast 5 Netball. Each team has only five players on the court. There are different scoring zones, rolling subs, and the quarters are shorter. Players can even double and triple their points with Power Plays and Super Shots. It’s fast, tactical, and a lot of fun.
  • NetSetGO. Netball Australia’s introductory program. It has been developed to provide children from 5 to 10 years of age with the best possible learning and playing experience to develop a positive introduction to netball, ensuring enjoyment and continued participation. NetSetGO incorporates skill activities, minor games and modified matches in a fun and safe environment. The program can be delivered by clubs, associations, schools or community groups as accredited NetSetGO centres. 
  • Rock Up Netball. Rock Up is for people (aged 14+) who want to avoid ‘hardcore’ competition. It’s a social netball program that lets you ‘pay to play’. You can sign up for some training drills, join a Play Festival with your workmates, or have some fun in a mixed comp. It’s about fitness, fun and flexibility. Medals and glory, not so much.
  • Walking Netball. Netball played at a slower, more joint-friendly pace. It’s one part exercise class, one part netball, tailored for senior players who still want to soak up the physical and social parts of the sport. Age and fitness don’t matter too much. It’s more about getting out there to play netball and stay active.
  • Sporting Schools. Primary School Program: NetSetGo. Secondary School Program: Fast5 Netball. 
  • Sporting Schools. Orienteering Australia offer a range Sporting Schools program packages that can be customised according to the age and experience of the students, as well as the number of lessons required.
  • Paddle Oz Program. Designed to provide young people with an enjoyable introduction to paddling that encourages lifelong participation. Experiential learning through participation in games and activities is the focus of the programs including: Paddle starter; Paddle discovery; Paddle ball; and, Paddle action. 
  • Sporting Schools. Paddle Oz programs are designed to provide Secondary school aged young people with an enjoyable introduction to paddling that encourages lifelong participation. Experiential learning through participation in games and activities is the focus of the Paddle Discovery and Paddle Ball programs.
  • GRow Program. Rowing Australia’s GRow program is focused on getting the inactive active, in the increasingly popular activity of indoor rowing.
  • Para-Rowing provides athletes with a physical or intellectual impairment the opportunity to be active on the water, get involved in a fun and friendly club environment, and participate in a variety of competitions from club regattas through state and national championships to world championships and Paralympic Games.
  • Sporting Schools. The Riggers programs seek to develop the skills necessary to row, using either indoor rowing machines or traditional on water boats (secondary schools only).
  • Munchkin League. Munchkin League is an Early Childhood development program with a Rugby League twist, designed for children aged 3-5 years old, welcoming all abilities and skill levels. 
  • NRL Masters. Masters Rugby League provides an opportunity for players and officials aged 35 and over to continue their involvement in the game in a safe and enjoyable way. Like other age groups, games are played under modified rules to ensure players can compete in a safe environment and get the most out of their experience.
  • Wheelchair Rugby League is an inclusive sport, and is a variation of the running game that allows athletes with disabilities to compete with and against able-bodied people.
  • Sporting Schools. NRL offers participants the NRL Sporting Schools program for primary schools and the NRL LIFT for secondary schools.
  • Try Rugby Kids Pathway. The aim of the TryRugby Kids Pathway for U6 to U12 players is to provide a series of age-specific modified rugby games. These modified rugby games progressively develop the individual skills, fitness and team work of all players in accordance with their physical maturity and understanding of the game. 
  • Modified Rugby Program. The world-first Modified Rugby Program (MRP) was set up through the GingerCloud Foundation in 2014. Their goal is to encourage more children and young adults with learning and perceptual disabilities to play Rugby through their touch-only format.
  • Sevens Rugby. It’s speedy, skilful and social. It’s two seven-minute halves with seven players per team. And it’s one of the fastest growing sports in the world.  
  • Touch 7s is all about having fun with friends and family while playing a non-contact version of the game in good spirit.
  • Wheelchair Rugby was developed in Winnipeg, Canada, in 1976, as a quadriplegic equivalent to wheelchair basketball. The sport was originally called “Murderball” due to the aggressive nature of the game. It is a contact sport where collisions between wheelchairs form a major part of the game.
  • Sporting Schools. Rugby Australia offers a variety of programs for primary and secondary school children including: 
    • Get into Rugby is a fun and inclusive skills based program which provides primary students and secondary students in years 7 and 8 with their first taste of rugby.
    • Touch 7s introduces primary students and secondary students in year 7 and 8 to the skills and core values required to play Touch 7s. 
    • Schools Rugby 7s is aimed at secondary students that are interested in learning the specific skills and competencies on how to play Rugby 7s.
    • Deadly 7s is designed to provide students in years 5-8 with their first taste of Rugby. Just like Get into Rugby Schools, The program is suitable for both Aboriginal and Torres Strait Islanders and non-Indigenous students and includes a mix of non–contact classroom and field based sessions. It has been developed in partnership with Aboriginal educators and community members to ensure all content is current and respectful of Indigenous culture. The program is focused on promoting the importance of attending school, living a healthy lifestyle, teamwork and connecting with Aboriginal and Torres Strait Islander culture. 
  • OutThere Sailing. Created for 12-17 year olds who want to try sailing in a non-competitive, social and fun setting. OutThere Sailing is the perfect way to have fun on the water without any long term commitment.
  • Sailability is a program available at some sailing clubs that offers an additional level of support, an established network of volunteers, and equipment to assist people of all-abilities to get into sailing.
  • Tackers. This is Yachting Australia’s introductory, fun, games-based sailing program designed for kids aged 7 to 12.  The program is delivered at recognised YA Tackers Clubs. Kids don’t need to have any sailing experience and they don’t have to be a member of a club to participate. All the equipment, including the boats, is provided.
  • Sporting SchoolsTackers is a learn to sail program that caters for children aged 7 - 12 and is delivered at recognised Tackers centres.
  • SkateFIT. This program has been specifically designed to provide a smooth and safe progression through the skills that are required to get FIT, have fun, and become a competent and successful roller skater. The program includes both quad and inline skates and has been designed based on a wide variety of coaching methods and proven programs. The main aim of SkateFIT is to increase physical activity amongst skaters and the general population as a fun way of exercising in a social environment.
  • Softball Batter Up. This is an eight session program for children 4 to 12 years of age to introduce them to the sport of softball. The program is offered at four different levels, introducing the fundamental skills of softball and ensuring maximum participation and enjoyment. The program has been designed to be flexible in its delivery, based upon the individual abilities and experience of participants. Softball Batter Up can be used as an introductory program for kids who have never played softball before, as a holiday program, or as training sessions for young softballers. 
  • Social 7s. Softball Australia introduced Social 7s in 2015, a new version of softball that is fast, fun and easy to play. Some of the variations that make Social 7s a fast, fun and easy game include: teams only require seven players; every player bats each inning; average game length of 50 minutes; high scoring – every base gained is worth a run; a new pitcher in each inning; a ‘strike zone mat’ is used – if the pitch lands on the mat, it is a strike; no umpire required – a game coordinator is responsible for scoring and adjudicating on close plays.
  • Sporting SchoolsSoftball Batter Up, is a multi-session program primarily for children aged 4 - 12 years of age.
  • Cardio Squash. Nationwide fitness community brining squash and team training to squash players and the broader community. 
  • Outdoor Squash. The foundations of squash can be played out with inexpensive equipment and a simple, open play space. A concrete floor and wall meets the most basic requirements. 
  • OzSquash is a fun, play-based program designed to develop children’s hand-eye coordination, striking and other sporting skills essential for squash, life-long health and wellbeing.
  • Pop-up Squash. The Pop-Up Squash shop is aimed at introducing and reactivating people to physical activity through squash and it transforms valuable empty retail space into a temporary street squash court.
  • Racquetball is played with different equipment but generally on the same court as squash and is very closely related. The different equipment such as larger racquet head and larger bouncier ball makes racquetball a slightly easier game for beginners to pick up than squash.
  • Social Squash is time efficient, fun and social. The program is developed to match up players of similar capability in a pay as you go type program both social and competitive.
  • Squash Girls Can is a program for designed to suit a student’s busy schedule!
  • 20Twenty. Launched in 2016, 20Twenty is a timed competition format offered for both squash and racquetball where players will each get to play 20 minutes of singles and 20 minutes of doubles and finish at a set time.
  • Sporting Schools. The OzSquash Sporting Schools program for primary schools consists of four or five ACHPER approved 45 minute to one hour lessons..
  • Nippers. Surf Life Saving’s junior program is perhaps the oldest ‘modified’ sport program in Australia. Nippers introduces children aged 5 to 14 to surf lifesaving. It is designed to be a fun outdoors activity that builds a child’s confidence, teaches valuable life-saving skills and knowledge of the surf environment. Every surf life saving club in Australia offers a nippers program.
  • Silver Salties is a physical activity and social connections initiative for older Australians designed by Surf Life Saving Australia in conjunction with Surf Life Saving Clubs and funded by Sport Australia’s Move It Aus – Better Ageing Grants Program.  Silver Salties is designed for older Australians, however people of all ages can participate.
  • Sporting SchoolsREADY. SET. RESCUE. is designed to introduce children to basic water and beach skills involved in Surf Life Saving surf sports in an active, fun and engaging way. 
  • SurfGroms. The SurfGroms program is available exclusively through licensed Surfing Australia Surf Schools.  It has been designed for children ages 5-12 years in two categories, MiniGroms (ages 5-8) and SuperGroms (ages 9-12). The program offers a series of surf lessons that total 8-12 hours of coaching.
  • Sporting SchoolsSurfGroms is a national junior development program for 5-12 year olds that encourages children to get involved in surfing all around Australia.
  • Sporting Schools. Swimming Australia supports primary schools to source their own program providers to deliver their Sporting Schools program, as there is a broad range of swimming and water safety programs across Australia.
  • Spinneroos. Over the 8-weeks, the children will learn all the basic skills necessary to enjoy a great game of table tennis… backhand, forehand, serving, and so on.
  • Sporting Schools. The TOPS Table Tennis Program aims to introduce students to the dynamic sport of table tennis through a progressive range of fun and innovative lessons and activities.
  • Blind and low vision tennis. Information available on competition and participation pathways from Tennis Australia. 
  • Cardio Tennis. This is a modified form of tennis designed to improve adult fitness and offer greater social interaction among participants.
  • Tennis Hot Shots. This program is Tennis Australia’s official kids starter program for 10 years and under, it uses a smaller court and slower balls to teach children how to play tennis. 
  • Wheelchair Tennis. Wheelchair Tennis integrates very easily with the able-bodied game since it can be played on any regular tennis court, with no modifications to the size of the court or the size of rackets or balls. The game follows traditional tennis rules, with the only exception being that the Wheelchair Tennis player is allowed two bounces of the ball. 
  • Sporting Schools. Tennis Australia has designed their Primary and Secondary school programs specifically for the Australian school sector. These programs have educative purpose and support teachers to meet the curriculum needs.
  • Bowl Abilities. Our national junior learn to bowl program Bowl Patrol is being adapted to teach adults with a disability how to bowl. We all benefit from modifications, regardless of ability, learning to bowl can be a fun adventure!
  • Bowl Patrol. A program designed specifically for children aged 6 – 12 to learn the basic skills of tenpin bowling.
  • Sporting Schools. Tenpin Bowling Sporting Schools is a four to eight week introductory program designed for primary school children (7 to 12 years), to introduce the fundamental skills of tenpin bowling  in a fun and inclusive environment.
  • All Abilities Touch Football Program. An inclusive program that provides opportunity for people with intellectual and/or physical impairments to learn Touch skills and play the sport with their family members, carers, friends, elite footy players and the wider community.
  • Sporting Schools. There are three types of Sporting Schools Touch Football programs available for primary and secondary school students in Years 7 and 8.

  • Indoor Triathlon is an initiative from Triathlon Australia that has been designed and developed to encourage adult participation in the sport of triathlon by people who are currently low or even non exercisers. The program is designed to introduce you to the 3 different Swim - Bike - Run components of triathlon in a safe and supportive environment so that you become more confident about joining them together to complete your first triathlon event.
  • TRIstars (kids triathlon). The TRYstars program addresses all FUNdamental movement skills, i.e. agility, balance, coordination, speed, running, jumping, gliding, buoyancy, throwing, catching, kicking and hitting. The program consists of up to 8 x action packed, game-based sessions. Each session may consist of 3 types of activities – a swim game, a ride game and a run game, with many sessions combining all three.
  • Sporting SchoolsWeet-Bix TRYstars in Schools programs (Explore for ages 7-9; Learn for ages 10-12) allow children to develop fundamental movement skills and triathlon specific skills and tactics through fun games and activities.
  • Sitting Volleyball is an adapted game for people with disabilities. It has enjoyed full Paralympic status since 1980. The game is an excellent vehicle for players returning from injury during rehabilitation.
  • Standing Beach Volleyball (so-named to distinguish it from Sitting Beach Volleyball) is played on sand with much the same rules and conditions as able-bodied Beach Volleyball that is played at the Olympic Games. The only differences are that teams are comprised of three players and there are special rules relating to time-outs for repair of prostheses. 
  • Spikezone (mini volleyball). Volleyball Australia’s modified version of Volleyball and beach volleyball designed especially to increase participation opportunities for primary and early secondary school students aged between 8 and 13 years. A number of changes have been implemented, including: a smaller sized court, lower net height, a softer and lighter ball, fewer players on the court, and slightly modified rules.
  • Sporting SchoolsKids Volley and School Volley delivered by Spikezone are designed to introduce students to the game of Volleyball. Primary and secondary school programs can be modified to suit various group sizes, skill levels and ages to ensure players have a fun experience while learning the new skills.
  • Flippa Ball. This form of the game is Water Polo Australia’s junior modified water polo program; making learning the skills and playing non-contact water polo fun, social, and safe for all. Flippa Ball has been introduced as part of the Sporting Schools program. 
  • Sporting Schools. FlippaSchools teaches students essential life skills such as water safety, swimming and treading water, hand-eye coordination, cooperation, communication and confidence, through familiar group games and activity for juniors.

Snow Sports

  • SnowActive has been designed to deliver a fun and interactive ski and snowboard fitness program aimed at people of all ages and abilities.
  • Sporting Schools. Little Shredders is based on the hugely popular Burton Riglet product that provides the opportunity for students to learn the basics of snowsports using custom-made modified equipment built specifically for use in the school yard.


Biathlon

  • The winter sport of biathlon (i.e. combined cross country skiing and shooting) has a junior program run in the summer that consists of mountain bike riding combined with laser-rifle target shooting. 

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